This is an activity about the Doppler effect. Learners begin by simulating the noise made by a passing siren. After learning that the change in pitch results from movement, they investigate the definition of frequency, calculate change in frequency,...(View More) and learn how this applies to light and the study of astronomy. This lesson requires a Doppler ball, also referred to as a buzzer ball.(View Less)

This is an activity about the relation between day length and temperature. In one team, learners will create and analyze a graph of hours of sunlight versus month of the year for a number of latitudes. In another team, learners will graph...(View More) temperature versus month for the same latitudes. The teams then compare data and draw conclusions from their analyses.(View Less)

This is an activity about motion in a frame of reference. Learners will develop an understanding that motion is relative by reading the text "Frames of Reference." As a follow-up to the reading, students engage in a writing-to-learn strategy that...(View More) can help them understand how motion depends on specific frames of reference, as they are asked to assume a specific frame of reference and describe motion in relation to multiple perspectives. This is activity 3 of 5 in "Structure and Properties of Matter: Ion Propulsion."(View Less)

This activity promotes student understanding of some of the movements that take place when warmer water and cooler water interface, and how differences in densities, resulting from variations in temperature, set molecules of liquids and gases in...(View More) motion. Resources needed for the investigation include a large clear plastic container, a thermometer, metric measuring cup, food coloring, water, and ice. The resource includes background information, teaching tips and questions to guide student discussion. This is chapter 9 of Meteorology: An Educator's Resource for Inquiry-Based Learning for Grades 5-9. The guide includes a discussion of learning science, the use of inquiry in the classroom, instructions for making simple weather instruments, and more than 20 weather investigations ranging from teacher-centered to guided and open inquiry investigations.(View Less)

This experimental activity is designed to develop basic understanding of the relationship between the angle of light rays and the area over which the light rays are distributed, and the potential to affect changes in the temperature of materials....(View More) Resources needed to conduct this activity include a flashlight, cardboard, protractor and ruler. The resource includes background information, a pre-activity inquiry exploration for students, teaching tips and questions to guide student discussion. This is chapter 4 of Meteorology: An Educator's Resource for Inquiry-Based Learning for Grades 5-9. The guide includes a discussion of learning science, the use of inquiry in the classroom, instructions for making simple weather instruments, and more than 20 weather investigations ranging from teacher-centered to guided and open inquiry investigations.(View Less)

This activity demonstrates Lenz's Law, which states that an induced electromotive force generates a current that induces a counter magnetic field that opposes the magnetic field generating the current. In the demonstration, an empty aluminum can...(View More) floats on water in a tray, such as a Petri dish. Students spin a magnet just inside the can without touching the can. The can begins to spin. Understanding what happens can be explained in steps: first, the twirling magnet creates an alternating magnetic field. Students can use a nearby compass to observe that the magnetic field is really changing. Second, the changing magnetic field permeates most things around it, including the aluminum can itself. A changing magnetic field will cause an electric current to flow when there is a closed loop of an electrically conducting material. Even though the aluminum can is not magnetic, it is metal and will conduct electricity. So the twirling magnet causes an electrical current to flow in the aluminum can. This is called an "induced current." Third, all electric currents create magnetic fields. So, in essence, the induced electrical current running through the can creates its very own magnetic field, making the aluminum can magnetic. This is activity four of "Exploring Magnetism." The guide includes science background information, student worksheets, glossary and related resources.(View Less)

This is an activity about magnetic induction. Learners will induce a flow of electricity in a wire using a moving bar magnet and measure this flow using a galvanometer, or Am meter. Through discussion, this activity can then be related to magnetic...(View More) fields in nature. This activity requires use of a galvanometer, bar or cow magnet, and wire. This is the fifth lesson in the second session of the Exploring Magnetism teacher guide.(View Less)

In this activity, students will demonstrate the generator effect, which is due to electromagnetic induction when a conductor (a long metal wire) moves through a magnetic field. Materials required to this activity include: a 100-foot extension cord...(View More) with ground prong, current or voltage galvanometer, two lead wires with alligator clips on at least one end, and one compass. This activity must be done in an open space large enough to swing a 100-foot cord as a jump rope, such as a gymnasium or outdoor field. This is activity three of "Exploring Magnetism." The guide includes science background information, student worksheets, glossary and related resources.(View Less)

This is an activity about electromagnetism. Learners will use a simple circuit powered by a battery source to investigate the strength of the magnetic field produced by a coil of wire in the circuit. The strength will be indicated by the deflection...(View More) of magnetic compass needles and by the distance a coil of wire was moved by the action of the circuit. This activity requires coils or spools of wire, a knife switch, three magnetic compasses, a source of electricity such as 3 D-cell batteries or an AC to DC power adapter, alligator-clipped wire, and a bar or cow magnet. This is the fourth lesson in the second session of the Exploring Magnetism teachers guide.(View Less)

This is an activity about magnets and magnetism. Learners first make predictions about magnets, such as a list of the types of materials a magnet will pick up, how a magnet can be made, and how a compass can be made. Next, learners test their...(View More) predictions using simple experiments, and, finally, reflect on their predictions. This is the second activity in the Mapping Magnetic Influence educators guide.(View Less)